scholarly journals Finding an effective way to create learning environments for didactic courses in a virtual classroom setting

2021 ◽  
pp. 621-625
Author(s):  
Santosh Kumar
Keyword(s):  
Learning Environments ◽  
Virtual Classroom ◽  
Pharmacy Students ◽  
Classroom Setting ◽  
Relative Efficacy ◽  
Survey Analysis ◽  
College Administrators ◽  
Virtual Classrooms ◽  
Study Objective ◽  
Virtual Classes

Background: The COVID-19 pandemic forced college administrators to do virtual classes using Zoom webinars during the autumn of 2021. The study objective is to examine the relative efficacy of interactive vs non-interactive Zoom webinars in virtual classrooms during the COVID-19 era. Methods: These two modes of live Zoom webinars were used for Year 1 Pharmacy students. Two surveys were conducted among students for general feedback on teaching and their preferred type of virtual learning. Results: Amongst the 177 students present, 87 (49%) responded to the first survey, of whom 20 (23%) provided their feedback about the Zoom webinar. Amongst these responders, a relatively higher number of students preferred interactive Zoom webinars with student panellists. Also, of the 177 students, 118 (66.7%) students responded to the second survey on the mode of live Zoom webinars. Amongst the respondents, around 88-99 (74-84%) agreed or strongly agreed that a live Zoom webinar with interactive sessions is more effective than non-interactive sessions. Additionally, 73 (62%) of the respondents preferred five to ten students in the panel. Furthermore, the survey analysis suggested that the effectiveness of interactive sessions is the same irrespective of the instructors. Conclusion: The results concluded that the interactive live Zoom webinar with 5-10 student panellists is effective in creating a learning environment in virtual didactic courses.

Designing the Virtual Classroom for Management Teaching

2010 ◽  
pp. 241-256
Author(s):  
Parissa Haghirian ◽  
Bernd Simon
Keyword(s):  
Higher Education ◽  
Learning Environments ◽  
Teaching Effectiveness ◽  
Management Education ◽  
Business Environment ◽  
Virtual Classroom ◽  
Virtual Classrooms ◽  
Diverse Learning ◽  
Modern Business ◽  
Teaching In Higher Education

With the modern business environment becoming increasingly dependent on technology, management teaching in higher education faces the challenging task of effectively leveraging technology in diverse learning environments. This chapter discusses the use of virtual classrooms, namely collaborative, information technology-mediated teaching endeavours in management education at universities. The overall aim of this chapter is to provide insights for those who are responsible for the development of management curricula and to give specific guidelines to management educators interested in integrating IT-based teaching to increase teaching effectiveness when designing virtual classrooms.

Virtual classroom project

2017 ◽  
Author(s):  
Nicholas Gmeiner
Keyword(s):  
Virtual Reality ◽  
Students With Disabilities ◽  
Learning Experience ◽  
Virtual Classroom ◽  
Traditional Classroom ◽  
Video Capture ◽  
Interactive Learning Environment ◽  
Virtual Reality Technology ◽  
Virtual Classrooms ◽  
Classroom Project

This project aims to provide students with disabilities the same in class learning experience through virtual reality technology, 360-degree video capture, and the use of Arduino units. These technologies will be combined to facilitate communication between teachers in physical classrooms with students in virtual classrooms. The goal is to provide a person who is affected by a disability (which makes it hard to be in a traditional classroom) the same benefits of a safe and interactive learning environment.

scholarly journals Beyond Virtual Classrooms: Exploring Feelings in the Social World

2021 ◽  
pp. 104837132098516
Author(s):  
Chiao-Wei Liu
Keyword(s):  
Racial Inequality ◽  
Well Being ◽  
Virtual Classroom ◽  
Supportive Relationships ◽  
Virtual Classrooms ◽  
Social Unrest ◽  
The Social ◽  
Personal Experiences ◽  
Embodied Experiences ◽  
Chronic Stressor

In this column, I continue to focus on creating supportive relationships in the virtual classroom amid the pandemic and growing social unrest. As many schools continue to shift between hybrid and remote learning, I ask, how do we address our own and students’ emotional well-being to promote active learning during the pandemic? How can we as teachers help students cope with this chronic stressor, be it the COVID-19 pandemic or the racial inequality? I share my own personal experiences and argue that affect/feelings/emotions are embodied thoughts imbricated with social values and often involved in the preservation of social expectations and power relations. I suggest that educators recognize affect/feelings/emotions as a critical part of students’ embodied experiences, encourage students to attend to their surrounding world and live their life with heightened consciousness and reflectiveness. I end this column with a few curriculum ideas for readers to consider.

scholarly journals The Presence of Learner Identity in Online Classes in UTAS-Rustaq

2021 ◽  
Vol 7 (1) ◽  
pp. 53-69
Author(s):  
Munira Said Al Siyabi ◽  
Dalal Abdullah Al Shekaili
Keyword(s):  
English Language Learners ◽  
Online Learning ◽  
Virtual World ◽  
English Language ◽  
Virtual Classroom ◽  
Learning Context ◽  
Learner Identity ◽  
University Of Technology ◽  
Virtual Classes ◽  
Group Interviews

Learner identity has always been a crucial aspect in shaping learners’ learning process. However, the unprecedented and inevitable shift to online learning increases the need to invest in learners’ digital identities. Virtual classes are a new learning context for many Omani students, including the University of Technology and Applied Sciences-Rustaq (UTAS-Rustaq) students, introducing them to new social norms and relatively new assigned roles. Despite students’ current presence in the virtual classes, they are not new to the virtual world; many are already part of social networks. The present study, therefore, aims to investigate learners’ participation in social media and whether such presence would have an impact on their acceptance and involvement in online learning. There is an urge to examine this area which remains unexplored in UTAS-Rustaq due to its past limited practices. A mixed-method approach was implemented to elicit data; the focus group interviews aimed to seek in-depth insights to illuminate the collected data from the survey. The participants were English language learners who have experienced online learning for almost a year. The results indicated a positive presence in the virtual world in contrast to a negative presence in the virtual classroom. Surprisingly, technical difficulties were not the reason for students’ resentment of online learning; on the contrary, students reported that they elevated their technical skills due to the current situation. Rather, negativity arose from a lack of relational connectedness with the new context, which students kept referring to as a temporary situation and lack of teachers’ support.

scholarly journals CREATING SENSATION OF LEARNING IN CLASSROOM: USING 'GATHER TOWN' PLATFORM VIDEO GAME-STYLE FOR VIRTUAL CLASSROOM

2021 ◽  
Vol 6 (2) ◽  
pp. 30-43
Author(s):  
Tira Nur Fitria
Keyword(s):  
Language Learning ◽  
Video Game ◽  
English Language ◽  
Virtual Classroom ◽  
Work Activities ◽  
The Real ◽  
Virtual Meeting ◽  
Virtual Class ◽  
Virtual Classes ◽  
Result Analysis

Abstract: Virtual classes have now become commonplace during the COVID-19 pandemic. As time goes by, applications for virtual meetings continue to appear, one of which is Gather Town, which is now widely used and is a tight competitor to Zoom Meeting and Google Meet. Gather Town is a virtual meeting platform designed like a video game. This research is to implement the use of the 'Gather Town' game platform and to find out the student’s perception during the implementation and simulation of Gather Town application as an alternative platform in creating a sensation of English Language Learning (ELL) in the real classroom through virtual class during the pandemic COVID-19. This study uses descriptive qualitative research. The result analysis from observation and interview show that Gather Town has graphics similar to the Harvest Moon game, where students can play one character and can write their name on the top so that the lecturer can see which students are present. The room is designed similar to a classroom, where the lecturer's desk is at the front of the classroom. The virtual classroom also has chairs that are neatly lined up like classrooms in the real world. Then when doing group assignments, the student characters will gather at the same table as in a real classroom. They also carry out group work activities as if they were in the classroom. Each group sat in a circle and discussed with one another. The current game may be an alternative design in a virtual classroom. Abstrak: Kelas virtual kini menjadi hal biasa selama pandemi COVID-19. Seiring berjalannya waktu, aplikasi untuk virtual meeting terus bermunculan, salah satunya adalah Gather Town yang kini banyak digunakan dan menjadi pesaing ketat Zoom Meeting dan Google Meet. Gather Town adalah platform pertemuan virtual yang dirancang seperti gim video. Penelitian ini bertujuan untuk mensimulasikan penggunaan platform game 'Gather Town' dan mengetahui persepsi siswa selama simulasi aplikasi Gather Town sebagai platform alternatif dalam menciptakan sensasi Pembelajaran Bahasa Inggris di kelas nyata melalui virtual. kelas selama pandemi COVID-19. Penelitian ini merupakan penelitian kualitatif deskriptif. Hasil analisis dari observasi dan wawancara menunjukkan bahwa Gather Town memiliki grafik yang mirip dengan game Harvest Moon, dimana mahasiswa dapat memainkan satu karakter dan dapat menuliskan namanya di bagian atas sehingga dosen dapat melihat mahasiswa mana yang hadir. Tidak hanya itu, ruangannya didesain mirip dengan ruang kelas, dimana meja dosen berada di bagian depan kelas. Ruang kelas virtual juga memiliki kursi yang berjejer rapi seperti ruang kelas di dunia nyata. Kemudian saat mengerjakan tugas kelompok, karakter siswa akan berkumpul di meja yang sama seperti di ruang kelas yang sebenarnya. Mereka juga melakukan kegiatan kerja kelompok seolah-olah berada di dalam kelas. Setiap kelompok duduk melingkar dan berdiskusi satu sama lain. Game saat ini dapat menjadi alternatif desain di kelas virtual.

scholarly journals CHALLENGES AND ADAPTABILITY OF LANGUAGE TEACHERS TOWARDS VIRTUAL CLASSROOMS DURING COVID 19

2021 ◽  
pp. 517
Author(s):  
Ketki Satpute
Keyword(s):  
Online Teaching ◽  
Graphical Representation ◽  
Sampling Technique ◽  
Virtual Classroom ◽  
Language Teachers ◽  
Survey Method ◽  
College Level ◽  
Virtual Classrooms ◽  
Significant Difference ◽  
Rural Language

The outbreak of COVID 19 has locked down entire country and created a crisis situation. It compelled all Educational Institutions to close down.  To keep teaching-learning process continuing, massive shift is being observed from physical classrooms to virtual classrooms. Language plays a key role in learning. Hence meaningful language learning is a must. Creating a conducive learning environment to teach languages effectively online, necessitates the use of virtual classroom by Language Teachers. However, it may create various challenges, unless the mindset of the teachers is positive and ready to adapt to new situations. Present study aims to find out challenges faced by the language teachers and their adaptability towards online teaching during COVID pandemic.  The researcher used descriptive survey method. The sample of the study included 51 language teachers teaching at college level in the state of Maharashtra. The sampling technique used was snowballing through known contacts.  The tool used was questionnaire. Data was analysed through descriptive and inferential statistical techniques such percentage, mean, standard deviation, graphical representation and ‘t’ test. The findings of the study revealed that there is significant difference between the challenges faced by urban and rural language teachers. But no significant difference was found among urban and rural language teachers in adaptability towards virtual classroom teaching. Though teachers tried to adapt to online teaching voluntarily, proper training in the use of e-learning platforms, apt digital tools for language development and development of new skill set are recommended to adapt to the new normal effectively.

The Infusion of Technology Within the Classroom Facilitates Students' Autonomy in Their Learning

2018 ◽  
pp. 2532-2544
Author(s):  
Fariel Mohan ◽  
Garry Soomarah
Keyword(s):  
Learning Community ◽  
Virtual Classroom ◽  
Pass Rate ◽  
Virtual Classrooms ◽  
Use Of Technology ◽  
Technology In Teaching ◽  
Reflective Questions ◽  
The University

This experiment investigated whether the infusion of technology in teaching as a scaffolding tool can improve the pass rate of mathematics at the University of Trinidad & Tobago. The use of technology facilitated the building of a virtual classroom which was based on scaffolding thus aiding students by either peers or the instructor until they are comfortable to move onto a next level. The virtual classroom was used to stimulate discussions on students' knowledge of mathematics ensuring no focus was on the technology nor the instructor. These discussions provide opportunities for the students to discover his/her existing level within the learning community. Within this learning community, everybody was anonymous including the instructor thus motivating the students to comment on the reflective questions. This encouraged students to collaborate and provide prompt feedback. Suggestions obtained from the students into improving the virtual classroom were considered resulting into 4 virtual classrooms.

Use of Virtual Classrooms in Online Learning Environments

2013 ◽  
pp. 126-134
Author(s):  
Salih Gümüs ◽  
M. Recep Okur
Keyword(s):  
Online Learning ◽  
Learning Environments ◽  
Virtual Classroom ◽  
Learning Tools ◽  
Online Learning Environments ◽  
Classroom Structure ◽  
Information Research ◽  
Internet Learning ◽  
The One ◽  
Research Action

With the help of enhancements in communication technologies, especially within the framework of opportunities provided by the internet, learning can be done both in traditional environments and online environments. Besides numerical content, online learning content has the ability to offer multiple learning tools together. The one which steps forward among these tools for providing communication and interaction is virtual classroom applications. In this study, virtual classroom structure in online learning environments is examined. Within the framework of the study, academic personnel who have experience with distance education and who have given courses in virtual classroom application are defined. In order to gain detailed information, research is designed qualitatively. After the data is analyzed, suggestions are provided by reporting the research. Action research design of qualitative methods is used in this study.

The Infusion of Technology Within the Classroom Facilitates Students' Autonomy in Their Learning

2019 ◽  
pp. 380-394
Author(s):  
Fariel Mohan ◽  
Garry Soomarah
Keyword(s):  
Trinidad And Tobago ◽  
Learning Community ◽  
Virtual Classroom ◽  
Pass Rate ◽  
Virtual Classrooms ◽  
Use Of Technology ◽  
Technology In Teaching ◽  
Reflective Questions ◽  
The University

This experiment investigated whether the infusion of technology in teaching as a scaffolding tool can improve the pass rate of mathematics at the University of Trinidad and Tobago. The use of technology facilitated the building of a virtual classroom which was based on scaffolding, thus aiding students by either peers or the instructor until they are comfortable to move on to the next level. The virtual classroom was used to stimulate discussions on students' knowledge of mathematics ensuring no focus was on the technology nor the instructor. These discussions provide opportunities for the students to discover his/her existing level within the learning community. Within this learning community, everybody was anonymous including the instructor thus motivating the students to comment on the reflective questions. This encouraged students to collaborate and provide prompt feedback. Suggestions obtained from the students into improving the virtual classroom were considered resulting in four virtual classrooms.

U-Learning and Virtual Classrooms in Social Sciences Education

2020 ◽  
pp. 246-267
Keyword(s):  
Social Sciences ◽  
Learning Environments ◽  
Teaching And Learning ◽  
Virtual Learning ◽  
Learning Model ◽  
Virtual Learning Environments ◽  
Mobile Technologies ◽  
Virtual Classrooms ◽  
Learning Modalities ◽  
Educational Processes

The development of internet, wireless devices, and sensors; the expansion of the use of mobile technologies; or the development of applications have enabled different ubiquitous learning modalities. u-Learning is an expanded model from e-learning and m-Learning with features such as mobile, collaborative, interactive, omni-synchronous, and experimental that fosters interaction and breaks limitations by place and time in the teaching and learning of social sciences, geography, and history. U-Learning is considered as a learning model that integrates technology in the assessment and monitoring of educational processes of the students, a learning model where virtual classrooms and virtual learning environments are highlighted. In a social context with a lack of civic engagement and democratic participation, interactive character of virtual classrooms, including social networks, is essential because they connect teachers, students, and parents in addition to encouraging participation in virtual learning environments.

Sign in / Sign up

Export Citation Format

Share Document